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1.
近年来,研究者不单从建构隐喻理论及阐释隐喻现象等角度研究隐喻,"使用中的隐喻"成为了隐喻研究的新热点,隐喻研究的应用趋势日臻明显。《正视使用中的隐喻——应用语言学视角》一书剖析了应用性隐喻的实质,主要从语料库、语言教育和职业发展这三个切入点分析了应用性隐喻,展示了国外隐喻应用研究领域中的最新代表性成果。此外,书中相当多研究采用了"叙事研究"、"定位理论"、"现象阐释"等令人耳目一新的研究方法,能给国内隐喻研究带来了方法论上的启示意义。 相似文献
2.
This paper considers the range of research methods used by the UK education research community. Using insights from 25 interviews with key stakeholders it describes their views on the current strengths and weaknesses in methods, and of what methodological developments are needed for future improvement in this field. Using survey returns from 521 active researchers, the paper goes on to describe the techniques that are available for use, and those where further ‘training’ or experience is required. Using the 8,691 individual RAE returns to education, the paper then summarises the methods reported to be in actual use. Finally, it uses a brief analysis of journal contents as triangulating evidence.Our informants were generally in agreement that there is currently a widespread weakness in the quality of UK education research. Much of this weakness is attributed by them to a shortage of skills in ‘quantitative’ methods. Our other data sources suggest that the latter is less likely than the informants believe. A clear majority of education researchers report having used some quantitative methods, and the substantial number of publications involving quantitative methods supports this view. It is, perhaps, rather the type and quality of both quantitative and qualitative research along with unreasonable expectations by its users that leads to the poor public image of education research. Improvement is not going to come simply by enlarging the group of people using quantitative methods. 相似文献
3.
Pinchas Tamir 《Asia-Pacific Journal of Teacher Education》1992,20(2):105-112
Few teachers keep up with educational research and make use of research findings in their daily work. Also the number of teacher educators actively engaged in research is limited. This paper describes how preservice teachers can be introduced to educational research by carrying out ‘minisearch’ projects under guidance as part of their methods classes. Examples of topics which lend themselves to this kind of research include identifying pupils’ alternative conceptions and ‘shadowing’. Such research projects are regarded by most preservice teachers as interesting and very useful, and teaching staff are able to pool together the findings of their student teachers to form a publishable article. Research data collected in this way can provide significant information, yet can be obtained relatively simply at low cost. Further research is needed to find out the impact of involvement in research within preservice education on the use of research by practising teachers. 相似文献
4.
Fiona Q. Wood 《高等教育研究与发展》1989,8(2):237-250
Under the federal government's current policy on funding university research, institutions which can best identify and encourage the higher performers amongst their academic staff will fare better than others. However, in order to secure a strong position in competing for these government funds universities will need to know more about the research activity of their academic staff and how staff in different disciplines are likely to respond to the increased use of performance indicators. This paper reports the views of staff from one Australian university on such issues. One of the main findings is that potential research output is influenced by a range of factors including the differences in research styles, methods and strategies and the degree of dependence on funds. Such findings favour the differential use of performance measures depending on the nature of the research undertaken rather than the use of measures which are intended to standardise research output within or across disciplines. 相似文献
5.
Digital technologies are increasingly used by children and adults in their everyday lives and these practices have attracted researchers’ and practitioners’ attention. However, everyday digital literacy practices are difficult to examine. They require appropriate research methods and visual methods have potential here. Although some visual methods are actively used in the field of Literacy Studies, participant-generated digital photography and photo-elicitation remain under-employed in the research of digital literacy practices. Drawing on a qualitative study, this article argues that these methods allow in-depth insights into digital literacy practices to be gained. They offer comprehensive understanding of practices by illuminating what is involved in practices, how practices happen and why people engage in them in particular ways. However, the use of these methods is also associated with a number of challenges. The article concludes with the discussion of the implications for researchers and teacher-researchers who wish to use visual methods to examine digital literacy practices in different contexts. 相似文献
6.
Elida V. Laski Todd D. Reeves Colleen M. Ganley Rebecca Mitchell 《Mind, Brain, and Education》2013,7(1):63-74
Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain‐specific topics, and that they emphasize topics prominent in psychology studies of mathematical thinking in their courses. However, instructors reported seldom accessing this research through primary or secondary sources. A mediation analysis indicated that mathematics methods instructors' perception of the importance of the research predicts their incorporation of it in their courses, and that this relation is partially mediated by their accessing of it. Implications for psychologists who have an interest in education and recommendations for facilitating the use of cognitive research in teacher preparation are discussed. 相似文献
7.
《International Journal of Research & Method in Education》2013,36(3):279-294
Qualitative research is increasingly being conducted with the support of computer-assisted qualitative data analysis software (CAQDAS), yet limited research has been conducted on integrating the teaching of CAQDAS packages within qualitative methods university courses. Existing research typically focuses on teaching NVivo to small groups of postgraduate (primarily doctoral) students and mostly take the form of reflections of the trainers. In 2011, we implemented the teaching and use of a CAQDAS package, NVivo, within a large third-year undergraduate psychology research methods unit. Sixty-seven students participated in an online survey evaluating the use of NVivo in the unit. In this paper, we present quantitative and qualitative findings related to students' perceptions of the resources provided, their confidence in using NVivo, their satisfaction with the teaching and their intentions to use CAQDAS in the future. Student evaluations were generally positive, but highlighted the need for both increased class time and greater access to the CAQDAS program outside of class time to enhance opportunities for learning. 相似文献
8.
王雪梅 《鞍山师范学院学报》2007,9(6):98-100
归因理论对于学校教育具有重大的指导意义.它可以帮助教师寻找到教育的契机和方法.学生对学习结果的归因,直接影响其学习信心和对前途的期待.心理学研究表明,人们的归因倾向是可以改变的,教师可结合归因训练,并利用课堂教学,运用教育与引导的方法,帮助学生作出正确、积极的归因,激发学生的成就动机. 相似文献
9.
随着信息技术的快速发展,互联网覆盖了人们生活的方方面面,在教育领域也得到了广泛应用。大型网络开放课程（MOOC）这一全新的在线教学模式已得到教育界普遍认可,该教学模式较传统教学提供了更多可能性,对社会产生了深远影响。以英语学习为例,将基于MOOC的个性化学习方式与传统学习效果进行对比。研究结果表明,采用基于MOOC的个性化学习方式,学生的学习兴趣与课堂参与度都得到一定程度提升,从而提高了教学效果。 相似文献
10.
This paper examines university social science and education students' views of research methodology, especially asking whether a negative research orientation towards quantitative methods exists. Finnish (n?=?196) and US (n?=?122) students answered a questionnaire concerning their views on quantitative, qualitative, empirical, and theoretical methods, their readiness to use quantitative and qualitative methods in their own research, and the difficulties they experienced in quantitative methods' learning. Students were clustered in groups according to their views. Students had varying combinations of views on the methods, that is different research orientations towards methods were found in both countries. Some of the students had a dichotic attitude towards quantitative and qualitative methods; they seemed to “choose their side” between these methods. In both countries a negative research orientation towards quantitative methods was found. It was connected with either difficulties in quantitative methods' learning or with a lower appreciation of empirical methods than that of other students. Major subject and study year had no effect, so the views were not discipline‐specific and students seemed to already have them on entering university. Views were quite stable during the course. A reduction in difficulties experienced with quantitative methods' learning was connected with a lowered over‐appreciation of qualitative methods at the end of the course. 相似文献
11.
杨韵 《顺德职业技术学院学报》2006,4(2):32-36
面对日益激烈的市场竞争,企业必须利用竞争情报系统,提升企业战略决策水平.本文通过分析企业目前使用竞争情报的现状,把握竞争情报系统进行信息采集与分析的常用方法,提出面向企业战略决策的竞争情报系统应如何进行情报采集与分析工作的具体方法,这对构建一个对企业决策起重要辅助和参考价值的CIS有重要的启示. 相似文献
12.
Michael J. Jacobson 《Journal of Experimental Education》2020,88(3):375-381
AbstractThis article is premised on the observation that in educational research there is an increasing use of terminology and concepts related to the field of complexity and the study of complex physical, biological, and social systems. As we are at an early stage in this cross-fertilization of complex systems ideas and methods in educational research, this article provides an overview of key complex systems conceptual perspectives and research methods in conjunction with a discussion of why educational researchers should consider their use. It is hoped that this overview of complex systems concepts and nomenclature used to describe research that views education as a complex system will help promote a broader awareness and acceptance of this work in the educational research community. 相似文献
13.
The increasing use of computer-based instruction in performance improvement/HRD is accompanied by a growing need for guidelines directing its effective design and use. Current CBI research has limitations that have not been addressed. Research deficiencies include a limited number of studies in many areas, contradictory findings, and questionable generalizability to adults in the workplace due to an almost exclusive use of college age and younger students as research subjects. This article examines principles of CBI design found in the performance improvement/HRD literature and their applicability to adults in the workplace. Five major areas are discussed: learner control, feedback, screen design, use of group methods, and computer anxiety. CBI designers are urged to be cautious in adopting current research guidelines. Further research on CBI for adults in the workplace is urged. 相似文献
14.
Daniel Xerri 《Clearing house (Menasha, Wis.)》2018,91(3):140-146
Despite posing a number of benefits, teacher research might be something classroom practitioners avoid engaging in due to inadequate research literacy. Part of this literacy consists of the knowledge and skills required to use popular research methods. Given that teachers might find it useful to read about how their peers have attempted to use such methods in a systematic fashion, this article describes my experience of using interviews and focus groups to better understand students' attitudes, beliefs and practices. 相似文献
15.
Jan Robertson 《Educational Action Research》2013,21(2):307-326
This article presents an exploration of the methodology of action research. It is a reflection on a study where an action research methodology used by the researcher to research and develop theory, became part of the model of professional development. In this way, the action research methodology permeated into the culture of the way people worked together. This article describes how a researcher can not only use action research methods to gather data on a development, but can also lead a group of action researchers towards a greater awareness of their own practice in their own institutions. A greater awareness of the bigger issues in education is also an outcome achieved by facilitating critical discussion on key issues. There can be action research for research purposes, action research for action purposes and action research communities that can lead to emancipatory practices in education. These are concurrent strands within action research communities. 相似文献
16.
关于加强对大学生学习方法指导的思考 总被引：3，自引：0，他引：3
熊笃 《重庆第二师范学院学报》2005,18(1):72-76
目前中国大学生普遍缺乏科学学习和思维、研究方法,加强学习方法的指导,是提高学习效率,尤其是提升大学生素质的重要途径.需要从宏观和具体的层面加强对学生学习方法的指导,促使学生借鉴古今读书、研究之法,以有利于大学生的知识学习和能力培养. 相似文献
17.
A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future. 相似文献
18.
Special educators are urged to use research findings to inform their instruction in order to improve student outcomes. However, it can be difficult to tell whether and how research findings apply to one's own students. In this article, we discuss how special educators can consider the samples and the sampling methods in studies to examine the relevance of research findings for their students. We describe two approaches for examining the degree to which research findings apply to one's students—the classical generalization model and the case‐to‐case transfer model. We also note additional factors and caveats to consider when evaluating the applicability of research findings, examine the implications of samples and sampling in two research studies, and provide a take‐away message that educators should determine the relevance of research findings for their own students by examining studies’ samples and the sampling methods. 相似文献
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20.
心理学研究方法中“质”与“量”的分歧由来已久。纵观现代西方心理学的百年发展史,各学派之间的对峙表现在研究方法上正是“质”与“量”对峙的结果。在心理学研究中,使用“质”与“量”的研究方法对人复杂的心理活动规律进行探究各有优势和缺陷。我们认为在心理学的研究中,应该采用多元方法将质和量的方法进行融合,使之可以优势互补,从而更加有效地揭示人的心理活动规律。同时,我们认为这也是未来心理学整合的一种可能路径。 相似文献